Umer DaoodPreena SidhuNafij Bin JamayetShivani KohliNormaliza Ab MalikSeow Liang LinIgor R. BlumChristopher D. LynchNairn H.F. Wilson2024-05-292024-05-2920222023-2-80300-571210.1016/j.jdent.2022.104225https://www.scopus.com/record/display.uri?eid=2-s2.0-85134748105&origin=resultslist&sort=plf-f&src=s&sid=3f1868111a303d5a05d758a34d75371e&sot=b&sdt=b&s=TITLE-ABS-KEY%28%22+Current+And+Future+Trends+In+The+Teaching+Of+Removable+Partial+Dentures+In+Dental+Schools+In+Malaysia%3A+A+Cross+Sectional+Study%22%29&sl=151&sessionSearchId=3f1868111a303d5a05d758a34d75371ehttps://oarep.usim.edu.my/handle/123456789/10768Volume 124Aims: To investigate, using a validated questionnaire, the teaching of removable partial dentures (RPDs) in dental schools of Malaysia. Materials and methods: A validated questionnaire to investigating trends in the teaching of RPDs in dental schools in Oceania was emailed (in English version form) to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed. Results: Completed questionnaires were received from 13 dental school – a 100% response rate. All schools (n =13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%), course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to pre-clinical teaching. Students received an average of 62 h of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed paired teaching in clinical sessions. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. Conclusion: Teaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world. Clinical significance: Whilst the teaching of partial dentures at Dental Schools in Malaysia provides the core competencies involved in partial denture design and construction based on sound fundamental, scientific prin-ciples they should address the challenges of teaching partial dentures and other areas of dental education including improving working conditions for dental professionals.en-USTeaching;Removable;Partial dentures;Dental school;Curriculum;Recommendations; Acrylic; MetalsArticle161242022